| (a) |
Pose questions about the characteristics of and relationships between astronomical bodies. |
| (b) |
Observe and identify movement patterns of the major visible bodies in the night sky. |
| (c) |
Compare historical and modern explanations for the real and apparent motion, including real and apparent retrograde motion, of celestial bodies (e.g., sun, moon, planets, comets, and asteroids) and artificial satellites. |
| (d) |
Create a physical and/or visual representation of the apparent motion of astronomical bodies, including retrograde motion, as seen from various locations within our solar system. |
| (e) |
Compare the efficacy of various historical and contemporary models of planetary motion, including geocentric and heliocentric models, for explaining observed astronomical phenomena. |
| (f) |
Describe and explain the role of experimentation, collecting evidence, finding relationships, proposing explanations, and imagination in the development of scientific knowledge of the solar system and universe (e.g., explain how data provided by astronomy, radio astronomy, satellite-based astronomy, and satellite exploration of the sun, planets, moons, and asteroids contribute to our knowledge of the solar system). |
| (g) |
Conduct an experiment, simulation, or demonstration to investigate the motion and/or characteristics of one or more astronomical bodies. |
| (h) |
Compare the composition and physical characteristics of astronomical bodies within the solar system, including the planets, comets, asteroids, and meteors, using appropriate scientific terminology and units (e.g., light years, astronomical units). |
| (i) |
Describe the effects of solar phenomena, including sunspots, solar flares, and solar radiation, on Earth. |
| (j) |
Classify the major components of the universe, including stars, quasars, black holes, nebulae, and galaxies, according to their distinguishing physical characteristics. |
| (k) |
Organize data about the characteristics of the major components of the solar system or universe using tables, spreadsheets, charts, and/or diagrams and draw conclusions about those characteristics specifically and the solar system and universe generally. |
| (l) |
State a prediction and a hypothesis about astronomical phenomenon based on background information or an observed pattern of events (e.g., predict the next visit of a comet based on past observations, predict the location of Venus or Mars over a period of days). |
Part Two looks at space and space exploration. Scientists are devising ways to explore and colonize space that are cost effective. The Jet Propulsion Lab is exploring various options for propelling rockets into space. There is also discussion about Pluto and its status as a planet.
Part Three shows what goes on inside the sun. It discusses solar flares, solar radiation, sun spots, and their impact on earth. An accompanying lesson plan can be found online at http://school.discoveryeducation.com/teachersguides/pdf/earthscience/ds/discover_magazine_the_solar_system.pdf
Teachers are encouraged to use segments of the program that relate directly to curriculum outcomes.
